Reforming Teachers and Uncompromising 'Standards': implications for social justice in schools

FORUM - ISSN 0963-8253
Volume 50 Number 1 (2008)

Reforming Teachers and Uncompromising 'Standards': implications for social justice in schools
ROSALYN GEORGE, JOHN CLAY, pages 103-112
DOI: 10.2304/forum.2008.50.1.103

Abstract

As a major consumer of public funds education has become one of the most highly surveilled and accountable professions in the United Kingdom. In this article the authors chart the changes and reforms to teacher training and in particular the impact of the 'standards' agenda on the teaching profession. They analyse the impact that the Teacher Development Agency (formally the Teacher Training Agency) and the Every Child Matters agenda has had on the promotion of an agenda for social justice and equality in schools.

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To cite this article
ROSALYN GEORGE, JOHN CLAY (2008) Reforming Teachers and Uncompromising 'Standards': implications for social justice in schools, FORUM, 50(1), 103-112. https://doi.org/10.2304/forum.2008.50.1.103

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